THU: Integrating Augmented Reality In Learning Thai Vocabulary For Adult Learners In The US Higher Education (Payungsak Kaenchan)

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Payungsak Kaenchan
24 December 2017

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Augmented Reality (AR) has gained increasing attention in the research domain and classrooms. In a nutshell, AR is defined as a technology that superimposes interactive, computer-generated visuals and other multimedia elements onto real-life surroundings, allowing simultaneous viewing and interacting between the virtual and real objects in attempt to enhance users’ perceptive experiences (Dunleavy, Dede, & Mitchell, 2009; Ludwig & Reimann, 2005).

The novel uses of AR could provide learners with a new channel to perceive the reality of the world to support and enhance ubiquitous learning in either formal or informal settings (Azuma, 1997). Lakarnchua and Reineders (2014), Dunleavy et al. (2009), and Kerawalla et al. (2006) noted that AR learning activities could be considered educationally useful for student learning as it could enhance their constructive learning, collaboration with peers, and self-regulation, which are facilitated by the teacher. Besides, as to enhance digital literacy in the 21st century, AR technology provides a digitally literate learner with opportunities to use diverse technological software and hardware appropriately and effectively to retrieve, evaluate, and interpret perceived information to render ethical and appropriate judgments of the quality of such information (Klopfer, 2008).

Nevertheless, AR has drawbacks. For instance, in terms of pedagogical challenges, AR has posed constraints due to its insufficient inflexible content or resources. Also, the most frequently reported limitation of AR in development is student cognitive overload as students were often overwhelmed with the complexity of the activities (Dunleavy et al., 2009).       

The provisional title for this conference presentation is 'Integrating Augmented Reality In Learning Thai Vocabulary For Adult Learners In The US Higher Education'. A rationale for the conference presentation, under the theme of Innovation, is to explore how AR, in its infancy, pedagogically benefits learning and how learners perceive its usefulness, especially in the higher education setting. Another rationale is to employ innovative technologies to tailor to the persistent learners’ needs in the Beginning Thai courses. It has occurred that the learners had problems with and limited access to resources that help them memorizing and practicing Thai words. As a result, AR-aided interactive supplementary resources may help improve learning performances and may be a refreshing alternative learning resource.

To address the educational potential and usefulness of AR in language curricula, the conference presentation will provide an extensive walkthrough of the production and of the pilot demonstration phases of AR-enhanced supplementary learning resources in the form of Thai vocabulary flashcards, for a cohort of American students at Northern Illinois University who take elective Beginning Thai courses in the academic semester of Spring 2018. The presentation will also feature how difficulties or problems are tackled, how the project progress has reshaped or changed over the course of project time, and how project’s implications can shed light to future developments both in the pilot and other contexts. Lastly, a suggested list of useful AR and other technological tools used in the project will be given as a reference for those interested in adopting the approach in their classrooms.  

 

References

Azuma, R. T. (1997). A Survey of Augmented Reality. Presence: Teleoperators and Virtual Environments, 6(4), 355-385. doi:doi:10.1162/pres.1997.6.4.355

Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Journal of Science Education and Technology, 18(1), 7-22. doi:10.1007/s10956-008-9119-1

Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). "Making it real": Exploring the Potential of Augmented Reality for Teaching Primary School Science. Virtual Reality, 10, 163-174.

Klopfer, E. (2008). Augmented Learning: Research and Design of Mobile Educational Games. Cambridge: MIT Press.

Lakarnchua, O., & Reineders, H. (2014). Implementing Mobile Language Learning with an Augmented Reality Activity. Technology Matters, 23(2), 42-46.

Ludwig, C., & Reimann, C. (2005). Augmented Reality: Information in Focus. Cooperative Computing & Communication Laboratory. Retrieved October 28, 2016, from http://s3.amazonaws.com/zanran_storage/www.c-lab.de/ContentPages/885600851.pdf

 

Payungsak Kaenchan
12:24 on 10 January 2018 (Edited 12:25 on 10 January 2018)

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Mike Lyons
8:50am 17 January 2018


Will you show a variety of techniques for using AR to teach vocabulary?

Mr Jonathan G Brown
3:09pm 18 January 2018


Playing devil's advocate here: do you think, given that AR technology is still in its infancy, that it has reached the stage where it can genuinely enhance learning - or is it, for now, only an interesting novelty with potential?

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